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Talking Back to Second Language Education Curriculum Control

  • Douglas FlemingEmail author
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Abstract

This chapter examines how second language teachers can control their own curriculum processes by taking into account the notion of the hidden curriculum (Jackson 1968) and taking the attitude that curriculum development is a complicated conversation (Pinar 2012). These two concepts have had little play within second language education or applied linguistics. I argue that these concepts open up new possibilities for teacher autonomy and emancipatory practices within these highly politicalized fields. I make this argument through a discussion of an attempt by a government official to silence my research dissemination regarding the Canadian Language Benchmarks, a key federal curriculum and assessment document.

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© The Author(s) 2019

Authors and Affiliations

  1. 1.University of OttawaOttawaCanada

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